英语导言
中职《英语》课程标准

中职英语课程标准一、导言1、课程定位随着对外开放的日益深入,各行各业都对英语能力提出了不同程度的职业岗位要求,学好英语对中等职业学校学生的职业生涯发展起着重要的作用。
中等职业学校英语课程是九年制义务教育阶段英语课程的巩固与拓展,是一门重要的、必修的文化基础课程,具有很强的工具性和实践性。
学生通过英语学习和语言实践,逐步掌握基础知识和基本技能,不断提高语言运用能力和人文素养,为其职业发展和终身学习奠定良好的基础。
2、课程理念在以学生职业发展为本,以服务为宗旨,以就业为导向,以能力为本位的思想指导下,英语课程应体现如下理念:(1)注重基础,突出实用性英语课程在传授核心基础知识的前提下,应注重基本技能的训练;要根据职业发展需要,突出实用性,为学生使用英语交际和学习专业英语创造条件。
(2)分层教学,增强选择性英语课程要根据学生在学习基础和学习习惯等方面的实际情况,要尽力提供具有选择性的课程内容,通过开展分层教学,适应学生不同的学习基础和学习需求,满足不同的个性和兴趣发展需要。
(3)任务驱动,凸现趣味性英语课程教学要突破片面追求语言知识的模式,努力创设生动有趣的教学情景,以任务驱动的方式,用“听说”带动“读写”,激发学生的学习兴趣,提高学生的语言运用能力,为学生的上岗就业和继续学习提供有效的服务。
(4)综合评价,强调激励性英语课程的学生学业评价应改变过去单一的终结性评价方式和以客观题为主的测试手段,充分重视过程性评价,用多元评价指标评定学生的综合语言素质,用质性评价的方式评价学生在学习过程中表现出的情感、态度和价值观,从而建立综合化的评价体系,促进教学方式和学习方式的根本转变。
3、设计思路本课程内容由基础和拓展两部分组成。
基础部分为全体中等职业学校学生必修内容,学生完成基础部分内容的学习并达到相应的要求,其语言能力可为专业英语学习打下良好的基础,并满足其职业发展对英语的基本需求;拓展部分是为学有余力或有继续学习需要的学生设置的选修内容,学生完成拓展部分内容的学习并达到相应的要求,其语言能力能满足其今后工作、学习和生活对英语的基本需求,并为其可持续发展和终身学习奠定较扎实的基础。
四年级上册英语第一单元第一课

《四年级上册英语第一单元第一课:My family(我的家庭)》1. 导言在四年级上册英语教材中,第一单元的第一课是“我的家庭(My family)”。
家庭是我们生活中最重要的组成部分,也是我们最亲近的社交圈。
通过学习这一课的内容,我们可以更好地了解家庭成员的称呼、特点和相互关系,同时也能够学会如何用英语介绍自己和自己的家庭。
接下来,我将从浅入深地探讨这一主题,帮助你更好地理解和运用这方面的知识。
2. 家庭成员的称呼在这一课中,我们首先学习了家庭成员的称呼,比如爸爸(Dad)、妈妈(Mom)、姐姐(sister)、弟弟(brother)等。
这些称呼不仅是我们熟悉的中文对应词,更是在日常生活中经常会用到的英语词汇。
通过掌握这些称呼,我们可以更准确地表达自己的家庭成员,并且在英语环境中更自如地交流。
3. 家庭成员的特点和相互关系除了称呼外,我们还学习了描述家庭成员的特点和相互关系的词汇和句子。
爸爸有时候可能会很忙(Dad is sometimes busy.),妈妈可能会很温柔(Mom is kind.),姐姐可以是我们的好朋友(My sister is my friend.)等。
这些描述让我们更全面地了解了家庭成员之间的关系和特点,同时也可以帮助我们用英语更生动地描绘自己的家庭。
4. 介绍自己和家庭在学习了家庭成员的称呼和描述后,我们还学习了如何用英语介绍自己和家庭。
这一部分内容尤为重要,因为它直接涉及到日常交流中最常用的场景。
通过学习这部分内容,我们能够在与外国朋友交流时更自如地介绍自己和家庭,展示自己的英语口语能力。
5. 个人观点和理解对于这一课的内容,我个人认为它不仅是英语知识,更是一种生活方式和社交能力的培养。
通过学习家庭成员的称呼和描述,我们可以更好地理解家庭成员之间的关系,更准确地表达自己的感受。
而通过学会用英语介绍自己和家庭,我们也能够在国际交流中更好地展现自己。
这一课的重要性不言而喻。
英语专题推文模板作文

英语专题推文模板作文英文回答:Introduction。
English is a global language that is spoken by billions of people around the world. It is the official language of many countries, including the United States, the United Kingdom, Canada, and Australia. English is also widely used in business, education, and travel.Benefits of Learning English。
There are many benefits to learning English. Some of the most notable benefits include:Increased job opportunities: English is the language of business, so knowing English can open up a wider range of job opportunities.Improved communication skills: Learning English can help you to improve your communication skills in other languages as well.Access to information: A vast majority of information on the internet is written in English. Knowing English gives you access to a wealth of knowledge.Travel: English is widely spoken around the world, so knowing English can make travel easier and more enjoyable.How to Learn English。
enclose商务英语的意思

文章标题:深度解析商务英语主题:探索enclose的意思和应用1. 导言在商务交流中,商务英语是必不可少的一部分。
其中一个重要的词汇就是enclose。
在本文中,我们将对enclose的意思和应用进行深度解析,并探讨其在商务英语中的重要性。
2. enclose的基本含义Enclose作为动词,最基本的含义是"围住"、"附上"、"附寄"、"固定"等。
在商务英语中,enclose常常用于邮件、信函等文件中,表示在信件内附上附件、文件、资料等内容。
在商务环境中准确理解enclose的含义和用法至关重要。
3. enclose在商务英语中的应用在商务交流中,enclose的应用非常广泛。
无论是在书面还是口头交流中,准确使用enclose都对有效沟通至关重要。
在邮件中,enclose 常用于附件的提醒,例如:“Please find the details enclosed.” 在合同和文件中,enclose通常用于附上其它文件或重要资料的提醒,例如:“We enclose the contract for your review.” 在会议中,enclose也可以指附加的资料或补充说明,例如:“The presentation slides enclosed provide a detailed overview of the project.”4. enclose的个人理解和观点在我看来,enclose不仅仅是一个简单的词汇,更是商务交流中不可或缺的重要环节。
准确理解和运用enclose,可以使信息传达更加准确、清晰和完整。
而在国际商务交流中,精准的表达更是至关重要,因此深入学习和理解enclose的意思和应用有助于提高商务英语水平,增进国际交流。
5. 总结回顾通过本文的深度解析,我们对enclose这一商务英语词汇的意思和应用有了更深入的认识。
英语作文中的万能句子

英语作文中的万能句子英文回答:1. Introduction。
Writing effective essays in English requires a strong foundation in grammar, vocabulary, and sentence structure. One essential aspect of essay writing is the use of versatile sentences that can be adapted to various contexts and topics. These versatile sentences provide a backbonefor your essay, allowing you to express your ideas clearly and concisely.2. Types of Versatile Sentences。
There are several types of versatile sentences that you can incorporate into your essays:a) Topic Sentences: Topic sentences establish the main idea of a paragraph. They provide the foundation for thesubsequent sentences in the paragraph and guide thereader's understanding.b) Transition Sentences: Transition sentences connect different parts of your essay, providing a smooth flow of ideas. They signal relationships between paragraphs and help guide the reader through your logical progression.c) Supporting Sentences: Supporting sentences provide evidence and examples to bolster your main argument. They offer specific details and explanations to support your thesis statement.d) Concluding Sentences: Concluding sentences summarize the main points of a paragraph or the entire essay. They provide closure and leave a lasting impression on the reader.3. Examples of Versatile Sentences。
简约风格导言英语作文模板

简约风格导言英语作文模板英文回答:Introduction to Minimalist Style。
Minimalism, a design aesthetic characterized by simplicity, functionality, and the elimination of clutter, has gained immense popularity in recent years. Its origins can be traced back to the early 20th century, with movements like Bauhaus and De Stijl pioneering its principles.Minimalist style emphasizes clean lines, neutral colors, and open spaces. It prioritizes functionality over ornamentation, believing that less is more. The focus is on creating a calming and uncluttered environment that promotes serenity and clarity.Key elements of minimalist design include:Color: Neutrals such as white, black, and gray dominate, providing a backdrop for pops of color to create visual interest.Lines: Straight and simple lines create a sense of order and precision. Geometric shapes are often incorporated to enhance the clean aesthetic.Materials: Natural materials like wood, stone, and glass are commonly used for their durability and timeless appeal.Space: Minimalist interiors prioritize open and uncluttered spaces, with furniture arranged to maximize functionality and movement.Function: Every element in a minimalist space serves a purpose, with no unnecessary clutter or ornamentation.Minimalist style can be applied to various aspects of design, including:Interior design: Creating simple and functional living spaces with emphasis on open floor plans, natural light, and comfortable seating.Product design: Designing products with a focus on utility, durability, and aesthetic simplicity.Graphic design: Using clean and concise typography, simple imagery, and a limited color palette to create visually impactful designs.The benefits of minimalism extend beyond aesthetics. It promotes:Well-being: A clutter-free environment can reduce stress and anxiety, fostering a sense of peace and relaxation.Productivity: A clear and organized space can enhance focus and efficiency, increasing productivity.Sustainability: Minimalism encourages responsibleconsumption, reducing waste and promoting environmentally conscious design principles.中文回答:极简主义风格导言。
英语说课
英语说课一、Introduction(导言)英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
二、说课的基本原则1. 遵循教学大纲要求,明确说课内容。
把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的误区。
2. 以教师为主导,学生为主体,体现先进的教学理念。
3. 详略得当,重点突出,体现说课的完整性。
4. 与教案相结合,体现其可操作性。
三、说课的基本程序1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。
3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法:谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序:说为什么要设计该程序目的、意图何在结果如何6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。
向说课对象征询意见、获取信息,力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts. Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea. Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore de aling with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director;Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading (scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson(show them onthe screen).a. How much salt do the oceans contain per thousand parts of water(35 parts of salt. % by weight)b. What is coral Why are corals not found in deep waterc. Why is the Dead Sea called the Dead Sea2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica2. What does the whale feed on3. What is the difference between the sperm whale and other whales Method: Read the text individually, use question—and—answer activity.Purpose: Imp rove the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening(book closed)1. Listen to the tape then do an exercise(wb page 90, part 1)2. True or false exercise.(on the screen)Train the Ss’ listening ability and pr epare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time2. Do all the whales feed on small fish3. How deep can a sperm whale diveIt is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text (Train further reading ability)to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really a nd if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it In order to let them have free choice, I give them another topic: The sea is being polluted. What should they doPurpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.(what)2. The whale feeds on small fish.(what)3. The sperm whale feeds on squid.(difference)Discussion:1. The whales are in danger. What’s your opinion about it2. The sea is being polluted. What should we doIn my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.。
英语说课万能实用模板
Good morning, everyone. Today I'm very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is _____________________________________________I'll be ready to begin this lesson from four parts. They are 1 Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first partPart 1 Analyzing teaching Material:This lesson is about.By studying of this lesson, we'll enable the students to know the serious attitude towards and develop the interest inAt the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following: 1.Knowledge aim:Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss loveThen the Teaching important point is how to understand the text better And the teaching difficult points are:e own words to retell the text2.Discuss the _______________________Part 2 Teaching methods:Dealing with this lesson. I'll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language. To achieve my goal I'll use the following teaching methods:mucative Approach(交际教学法)2.Task based watch and listen activity3.Question and answer activity4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well, I need the following teaching aids1.a projector2.a tape recorder3.multimedia4.the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill, many Ss are not active in class, and even some of them don't like English. Therefore, I 'll have Ss study in a relaxed atmosphere. The learning process of students is from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will1.Let the Ss pass observation -imitation-practice to study language.2.Teach the Ss how to master dialogues and how to communicate with others. Part 4 Teaching ProcedureI have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.Step 1.Lead-inHave a free talk about and then discuss the question in pre-reading on pagePurpose: arouse the Ss' interest of studyStep 2. Listening comprehensions1.Present the students the questions before listening to the textA ________________________________________________________B _______________________________________________________2.Get the students to listen to the tape and then answer the questions.Purpose: Train the Ss' listening ability to grasp the general idea of a passage and prepare for the later exercises.Step 3.Fast readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph. Purpose: Improve the Ss' fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions.A __________________________________________________________B ________________________________________________________C _______________________________________________________it is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text to find out some different sentences and details of the text.Step 5.Retell the passage3.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2.Encouraging Ss to use their own words to retell the passage according to the general ideas .Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. What's more, I want to make the students practice their oral English through retelling. Step nguage pointsI will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What's more I will ask Ss to make sentences by using these newly learnt words and phrases.Step 7.Pair work or individual role play or scene play activityPurpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love forStep 8 SummaryI will go through the important points and difficult points of this lesson with the students once again.Step 9 HomeworkWrite an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson. Thank you for listening.注:关于blackboard(板书设计),在说课前在黑板上表出课题,然后只需在说课过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下,切忌满篇板书而减少了说课时间,也最好不要把板书设计单独成为一个说可部分。
英语作文导言万能模板
英语作文导言万能模板Universal Template for English Essay Introductions。
1. Hook。
Begin with an engaging statement or question that captures the reader's attention and introduces the topic.2. Background Information。
Provide necessary context to establish the framework of the topic. This may include defining key terms, discussing relevant history, or summarizing previous research.3. Thesis Statement。
State the main argument or claim that the essay will support. This should be a concise and clear expression of the thesis.4. Roadmap。
Briefly outline the structure of the essay. This can include mentioning the main points that will be discussed in each paragraph.Example:Topic: The Impact of Artificial Intelligence on Education。
Introduction:In the ever-evolving realm of technology, artificial intelligence (AI) has emerged as a transformative force with the potential to revolutionize numerous facets of our lives. One area where AI is poised to make a significant impact is education. While some may perceive AI as a threat to traditional teaching methods, this essay argues that AI can enhance educational outcomes by providing personalized learning experiences, automating administrative tasks, and fostering innovation in the classroom. In the followingparagraphs, we will explore the myriad ways AI is transforming the educational landscape, discussing its benefits, and addressing potential concerns.Variations:Variation 1:Topic: The Importance of Environmental Conservation。
戴炜栋《新编简明英语语言学教程》章节题库(导言) 【圣才出品】
第1章导言I. Multiple choices:1. Which of the following does NOT state how the linguist discovers the nature and the rules of the underlying language system?A. He has to collect and observe language facts.B. He has to display and then generalize some similarities of the language facts.C. He has to formulate some hypotheses about the language structure.D. He has to deal with the basic concepts, theories, descriptions, models andmethods applicable in any linguistic study.【答案】D【解析】语言学家为了找出潜在的语言系统中的实质和规则,须要收集和观察语言事实,找出某些语言事实的相似性并对其作出概括;然后,对语言结构进行某种假设,再对照所观察到的事实进行反复验证以充分证明它们的有效性。
因此,本题的正确答案为D。
2. Which of the following is NOT a distinctive feature of human language?A. Arbitrariness.B. Productivity.C. Cultural transmission.D. Finiteness.【答案】D【解析】语言的区别性特征有五个:arbitrariness(任意性),productivity(多产性)或creativity(创造性),duality(二重性),displacement(移位性),cultural transmission (文化传递性)。
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An investigation of the small slope approximation for scattering from rough surfaces. Part I. TheoryINTRODUCTIONIn the problem of wave scattering from rough surface the well-known Kirchhoff and small perturbation approximations are often used. For surfaces that are rough on scale both large and small relative to the radiation wavelength common for natural rough surfaces, these two classical approximations have been combined to form composite roughness models (Kur'yanov, 1963; McDaniel and Gorman1983). Although these models have been reasonably useful they have their limitations. Results depend, at least weakly on the way in which the rough surface is partitioned into large and small scales of roughness, which is one manifestation of the essentially ad hoc nature of the method. In addition, composite roughness models are inaccurate for low-grazing angle scattering (Thorsos, 1990). Thus there is continued interest in developing a scattering theory that reduces to both the classical approximations when they are accurate, eliminating the need for the composite roughness approach. One early attempt is the full wave method of Bahar; however, the newer versions of Bahar's theory have been shown to have certain difficulties (Thorsos and Winebrenner, 1991; Collin,1994). More recently, several new methods have beenproposed based on a unified approach that spans both theKirchhoff approximation and the small perturbation regimes Included among these are the small slope approximation (V oronovich, 1985), the phase perturbation technique (Winebrenner and Ishimaru, 1985a), the operator expansion method (Milder, 1990), the Dashen-Wurmser approximation (Dashen and Wurmser, 1991a), the unified perturbation method (Rodriguez and Kim, 1992;Rodriguez et al., 1992), the quasislope approximation (Tatarskii, 1993), and an alternate small slope approximation originally developed by Urusovskii (McDaniel, 1994). All these methods attempt to exploit the assumed smallness of the sur- face slope without restricting the rms surface height-twavelength ratio. This paper, together with a future companion paper (Broschat and Thorsos, 1995), examines in detail the small slope approximation of V oronovich, which we refer to simply as the small slope approximation (SSA). Our examination is specialized to the Dirichlet boundary condition. amination is specialized to the Dirichlet boundary condition.The small slope approximation has several desirable aspects: It is formulated as a systematic series so that improved accuracy can be achieved by retaining more terms in the series for the T matrix, although it is probably only practical to keep the first two terms. Reduction to perturbationtheory is inherent in the derivation, and reduction to the Kirchhoff approximation occurs under appropriate conditions when the T matrix is found to second order in slope. The theory is manifestly reciprocal at each order and, at low orders, is sufficiently tractable for the formally averaged second moment of the scattered field to be computed to obtain the scattering cross section. In contrast, the phase perturbation,unified perturbation, and quasislope approximations are nonreciprocal. [Very recently a reciprocal phase perturbation technique has been developed by Fitzgerald and Maradudin(1994), but numerical results are not yet available.] The Dashen-Wurmser approximation does not give a systematic series. In addition, moments have not been obtained theoreti cally so that at present it is a numerical method only. The operator expansion method gives a systematic series and is very accurate over a wide range of conditions (Kaczkowsand Thorsos, 1994), but it is also a numerical method. Finally, at lowest order the small slope approximation of Urusovskii/McDaniel appears restricted to the forward scatter region (McDaniel, 1994). Also, the lowest order expression for the second moment of the field is sufficiently' complex that prospects for going to higher orders using formaaveraging are not promising.Some numerical comparisons of the small slope approxmation with exact results are available in the literature (Berman, 1991; Broschat and Thorsos, 1991; Broscha1993). These initial results are encouraging. Recently,, however, it has been argued that the SSA derivation (1) containan assumption that contradicts the exact formulation of the problem and (2) gives nonunique solutions for the series terms with no set procedure for selecting from the possibsolutions. In this paper, we give a detailed derivation of the small slope approximation and address these two points. As we show, it follows from a manifest reciprocal form of the T matrix, introduced after V oronovic proposed the SSA (Berman and Dacol, 1990; Dashen and Wurmser, 1991b), that the first point is not true. In respons to the second point, we show that a procedure exists that gives the solutions to the series terms without ambiguity.In a recent publication (McDaniel, 1994) the lowest order term in V oronovich's small slope expansion was given incorrectly; thus statements concerning the SSA and numercal results for the SSA are not correct. In particular, while the expression presented by McDaniel [see Eq. (16), McDanie 1994] does not satisfy the reciprocity condition for the scatering amplitude she has defined, the proper expression is consistent with reciprocity [see Eqs. (3), (31), and (45) in our paper]. The scattering amplitude McDaniel used is equivalent to the T matrix given in the next section and is no equivalent to the scattering amplitude of V oronovich which has a different reciprocity condition. Much of our analysis parallels that of V oronovic (1985). However, for clarification, the original derivation is expanded in Sec. I, and some refinements are made. Sinceour numerical studies are for 1-D surfaces (the 2-Dscatterin problem), we restrict our derivation to this case, but there is no difficulty extending it to 2-D surfaces. In Sec. II we consider the concept of a slope expansion in more detail. The SSA series is more general than a simple expansion in powers of slope since higher-order surface derivatives play a role. We, therefore, refer to the SSA as an expansion in generalized slope. We attempt to give some insight into the concept of generalized slope and, in this context, consider the reduction of the SSA to the Kirchhoff approximation at high frequencies.COMMENT: The topic is about the problem of wave scattering from rough surfaces. The first paragraph tells some well-known models about wave scattering from rough surfaces are reasonably useful, but they have their limitations. So more recently, several new methods have been proposed based on a unified approach that spans both the Kirchhoff approximation and the small perturbation regimes .The introduction tell us what have been done in the past. And current situation about new methods are showed in the followed paragraphs . Some numerical comparisons of the small slope approximation with exact results are available in the literature.These initial results are encouraging. Recently, however, it has been argued that the SSA derivation. Then the introduction specifies what is author going to do and what it is different from others which is in the last of the introduction. From this introduction , we can know the past and current research situation about wave scattering from rough surfaces , and what is limited in these methods . What’s more ,we can easily understand why author writes this paper.赵海洋S310050006。